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Self-Guided TourGrade 1

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Dino Babies: Grade 1

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The Museum of Texas Tech University………… 3

Mission Statement………………………………… 3

Group Reservations………………………………. 3

Map………………………………………………… 3

Dino Babies Introduction………………………… 4

TEKS Standards…………………………………… 4

Teacher Discussion/Background Information… 6

Pre-Visit Lesson Plan #1…………………………. 10

Pre-Visit Lesson Plan #2…………………………. 13

Museum Visit: Dino Babies Lesson Plan………. 15

Museum Visit: Suggested Tour Script…………. 17

Post-Visit Activities……………………………… 22

Internet Resources/Bibliography………………. 24

Supplemental Materials…………………………. 25

Painting by Luis Rey www.peabody.yale.edu/exhibits/hatching

Museum of Texas Tech UniversityP.O. Box 41491

Lubbock, Texas 79409-3191http://www.depts.ttu.edu/museumttu

© Copyright 2004All rights Reserved

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The Museum of Texas Tech University

The Museum of Texas Tech University is aneducational, scientific, cultural, and researchelement of Texas Tech University. It consistsof several components: the main Museumbuilding, the Moody Planetarium, theNatural Science Research Laboratory, theresearch and educational elements of theLubbock Lake Landmark, and the Val VerdeCounty research site.

Mission StatementThe mission of the Museum is to collect, preserve, interpret and disseminateknowledge about natural and cultural material from Texas, the Southwest, andother regions related by natural history, heritage, and climate. The Museum’scollections, exhibitions, programming, and research complement the diverseinterests of Texas Tech and its role in public and professional education in local,state, national, and international communities. Through classroom instruction,practicum, and field work, the Museum provides both theoretical and practicaleducation. It is dedicated to acting as a responsible partner to Texas Tech andthe community of museums.

Group ReservationsReservations for touring the Museum are required, even for self-guided tours.Bookings must be made at least 2 weeks prior to your visit. At this time, youmust reserve the Exploration Box, Story Book, Nest, and/or Video if you will beusing them during your visit. Call (806) 742-2456 to reserve your tour time.

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Dino Babies is a multifaceted program designed to supplement the Grade 1 TEKScurriculum in science and language arts. Dino Babies packets incorporate lessonsand activities which explore the life cycle of dinosaurs (with an emphasis ondinosaur eggs, nests, and babies). The program centers around the Museum’sDinosaur Hall through a teacher-led, self-guided tour. The Museum will providea Story Time picture book or video (you may choose from three books or a storybook on video, and an “Exploration Box” to help enhance your museum visit.

Background information, activities, and other supplemental materials areprovided in this packet to help facilitate an informative and successfulexperience. It is strongly suggested that classes complete at least one of the pre-visit lesson plans and follow up with a post-visit activity after the Museum visit.

Grade 1 TEKS Standards MetDino Babies was designed to meet the Grade 1 TEKS curriculum. The followinglist identifies TEKS Standards this program meets:

(1.5) Science Concepts: The student knows that organisms, objects, and events have properties and patterns.

(A) Sort objects and events based on properties and patterns.(B) Identify, predict, and create patterns including those seen in

charts, graphs, and numbers.(1.6) Science Concepts: The student knows that systems have parts and

In Science: § 123.3

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are composed of organisms and objects.(A) Sort organisms and objects according to their parts and

characteristics.(B) Observe and describe the parts of plants and animals.

(1.7) Science Concepts: The student knows that many types of changes occur.

(A) Observe, measure, and record changes in size, mass, color,position, quantity, sound, and movement.

(B) Observe and record changes in the life cycle of organisms.(1.9) Science Concepts: The student knows that organisms have basic needs.

(A) Identify characteristics of living organisms that allow theirbasic needs to be met.

(B) Compare and give examples of the ways living organismsdepend on each other for their basic needs.

(1.1) Listening/speaking/purposes: The student listens attentively and engages actively in a variety of oral language experiences.

(A) Determine the purpose(s) for listening such as to getinformation, to solve problems, and to enjoy and appreciate.

(B) Respond appropriately and courteously to directions and questions.

(C) Participate in rhymes, songs, conversations, and discussions.(D) Listen critically to interpret and evaluate.(E) Listen responsively to stories and other texts read aloud,

including selections from classic and contemporary works.(1.3) Listening/speaking/purposes: The student speaks appropriately to different audiences for different purposes and occasions.

(C) Ask and answer relevant questions and make contributions insmall or large group discussions.

(D) Present dramatic interpretations of experiences, stories, poems,or plays.

(1.13) Reading/literary response: The student responds to various texts.(A) Listen to stories read aloud.(C) Respond through talk, movement, music, art, drama, and

writing to a variety of stories and poems in ways that reflectunderstanding and interpretation.

(1.18) Writing/Penmanship/Capitalization/Punctuation: The student writes for a variety of audiences and purposes and in a variety of forms.

(C) Write to record ideas and reflections.(D) Write to discover, develop, and refine ideas.(E) Write to communicate with a variety of audiences.(F) Write in different forms for different purposes such as lists to

record, letters to invite or thank, and stories or poems toentertain.

In English Language Arts & Reading: § 110.3

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DDDDiiiinnnnoooo BBBBaaaabbbbiiiieeeessssTeacher Discussion/Background Information

The following offers background information and topics for instruction anddiscussion. While some material may be too advanced for first grade, the morecomplex information is provided for the educator’s benefit. Namepronunciations and definitions can be located in the included brochure: “AChanging World: Dinosaurs, Diversity, and Drifting Continents.” Questions andtext to promote your dialogue with students is written in italics.

What is a dinosaur?• Emerging during the Late Triassic Period (228

million years ago), dinosaurs ruled the Earth forover 160 million years.

• At the end of the Cretaceous Period (65 millionyears ago), dinosaurs vanish from the fossil record(with the exception of birds).

• Theories abound as to why dinosaurs becameextinct, however, very solid evidence points to theconsequences of an asteroid impact causing themass extinction of the dinosaurs.

• Dinosaurs belong to a group of reptiles known asarchosaurs in which there are two lineages: one leading to crocodiles andone leading to birds. Archosaur means “ruling reptile.” Archosaurs aredefined by their antorbital fenestra. The antorbital fenestra is merely anextra hole in the skull. This hole is located in front of the eye (ant=before;orbit=eye; fenestra=window).

• Crocodilians, pterosaurs, and their extinct relatives are also classified asarchosaurs…however they are not dinosaurs.

• Dinosaurs are technically defined by their “perforated acetabulum,”which simply means that they had a hole in the middle of their pelvis.No other animal on Earth has ever exhibited this feature.

• The evolution of a hole in the pelvis allowed dinosaurs to walk with theirlegs directly beneath them, as opposed to the sprawling condition of otherreptiles.

“We are not dinosaurs!”Commonly mistaken as dinosaurs, the following prehistoric animals are actuallynot dinosaurs at all:

1)Pterosaurs: These flying reptiles that lived during the Jurassic andCretaceous were not dinosaurs…they were related archosaurs.

2) Dimetrodon: Commonly mistaken as a dinosaur, Dimetrodon(recognized by a large sail on its back) lived during the Permian Periodand was actually a proto-mammal.

3) Plesiosaurs: Ancient marine reptiles such as plesiosaurs were notdinosaurs.

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How Are Dinosaurs Classified?On the most basic level, dinosaurs are classified into two orders according to thegeneral structure of their hip (notice the hole in the center of the pelvis):

1) The Saurischians (lizard-hipped) 2) The Ornithischians (bird-hipped)

www.enchantedlearning.com www.enchantedlearning.com

Within these two orders, the major dinosaur suborders exist. Listed below arethe suborders and examples of dinosaurs belonging to that suborder. Dinosaursin bold indicate animals that are found in the Museum’s galleries (species namesare added for further identification).

SAURISCHIANS (lizard-hipped)Suborders:

1) THEROPODS (carnivorous, intelligent, bipedal) Examples:Tyrannosaurus rex, Coelophysis bauri , Deinonychus antirrhopus2) SAUROPODS (giant herbivores, quadrupedal, herders)Examples: Camarasaurus grandis, Apatosaurus, Diplodocus3) PROSAUROPODS (early Sauropod relatives, herbivores, somebipedal) Examples: Plateosaurus, Massospondylus, Mussauruspatagonicus

ORNITHISCHIANS (bird-hipped)Suborders:

1) ORNITHOPODS ( herbivores, some bipedal, included duckbills)Examples: Iguanodon, Maiasaura peeblesorum, Tenontosaurustilletti2) THYREOPHORA (armored, quadrupedal, herbivores)Examples: Stegosaurus, Ankylosaurus, Minmi3) MARGINOCEPHALIA (horned or thick skulled, quadrupedal,herbivores) Examples: Triceratops horridus, Pachycephalosaurus,Styracosaurus

Are Birds Dinosaurs?• Yes. Overwhelming evidence has led most scientists to agree that birds

are the living descendents of dinosaurs.• Moreover, it should be noted when classifying birds within the animal

kingdom, they should be classified as reptiles.• Birds evolved from the Saurischian (lizard-hipped) line of dinosaurs.

Despite the irony of not being classified with the Ornithischian (bird-hipped) dinosaurs, birds actually evolved from the theropod (Saurischian)

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dinosaurs. The pelvis of the modern bird is an example of how biologicalconvergence can occur, meaning, a similar physical characteristic canevolve independently within a different groups of animals that exhibit thesame characteristic. Example: Birds, bats, and pterosaurs all developedwings for flight, but evolved wings independently from each other.

Dinosaur Eggs, Nests, and Babies

• Dinosaurs hatched from eggs thatwere laid by the females. Dinosaurslaid up to 22 eggs at a time. Groups(clutches) of eggs were laid in neststhat were shallow holes scooped outof the ground. It is hypothesized thatdinosaurs covered their nests withvegetation in order to keep the eggs OOOOvvvviiiirrrraaaappppttttoooorrrr CCCClllluuuuttttcccchhhh

warm. Photo courtesy of Bill Mueller

• Eggs were laid in many different formations: spiral, concentric circles,rows, arcs, and irregular clusters.

• Dinosaur nesting grounds (many nests found together) have beendiscovered, and conversely solitary dinosaur nests have also been found.

• The hard shelled dinosaur egg provided a protective and nurturingenvironment for the embryo inside. It allowed for the widespreaddistribution of dinosaurs on land, since dinosaurs did not have to returnto water to reproduce like amphibians.

• Like bird eggs, dinosaur eggs were composed of a shell, albumen (eggwhite), yolk (food for embryo), amniotic sac (fluid filled sac protecting theembryo), allantois (stored metabolic waste of embryo), and the embryoitself.

• The porous structure of the eggshell aids paleontologists in distinguishingfossil eggs from egg-shaped rocks. Under a microscope, fossil dinosaureggshells reveal two layers while modern birds have three layers.

• Dinosaur eggs can only be positively identified to a specific type ofdinosaur if an embryo or fetus is found inside (which is very rare).

• Dinosaur eggs come in two different shapes: elongated (cucumber or ovalshaped) and spherical. Size varies from very large eggs (basketball sized)to small eggs (ping-pong ball sized).

• Generally, theropod dinosaurs laid elongated eggs, while sauropoddinosaurs laid spherical eggs.

• Duckbill dinosaurs laid oval shaped eggs similar to the shape of a chickenegg.

• Dinosaur eggs and nests have been found all around the world inconcentrated areas including: Western North America, South America(especially Argentina), Europe (especially France), India, Mongolia, andChina.

• Eggs have not yet been found in Australia or India.

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Dinosaur Embryos, Fetuses, and Babies• Dinosaur fossil embryos and fetuses are very rare.• The most famous dinosaur fetus is “Baby Louie.” Baby Louie is an

Oviraptor philoceratops fetus that is preserved beautifully – still curledup in a fetal position. It is estimated that Baby Louie would have grownto be 30 feet long!

• Oviraptors were light, fast-moving theropoddinosaurs that lived during the LateCretaceous Period. Several Oviraptor nestshave been discovered in China. The name“Oviraptor” means “egg thief,” howeverthis name was given under misconceptions.The interesting story of how Oviraptor gotits name is located in your tour script. Notethat the Museum has a cast of Baby Louie, aclutch of Oviraptor eggs, and a cast of ajuvenile Oviraptor skull and neck (located

JJJJuuuuvvvveeeennnniiiilllleeee OOOOvvvviiiirrrraaaappppttttoooorrrr in Case 17:Dino Hall). Photo courtesy of Bill Mueller

• Fossil evidence reveals that many dinosaurs nurtured their babies afterthey hatched. A primary example of this evidence stems from thediscoveries made with Maiasaura peeblesorum. Maiasaura are duckbilldinosaurs that grew up to 30 feet long. Nesting grounds (over 40 nests inone area) of Maiasaura have been found in Montana. The eggs, mud-rimmed nests, and adult skeletons of Maiasaura that have been found inMontana indicate that they nurtured their young. Fossilized remains ofMaiasaura babies (only 1 foot long) also indicate that their joints were tooweak to leave the nest and forage for food, suggesting that adultMaiasaura brought food to their babies.Maiasaura means “good mother lizard.” The Story Time book, Maia: ADinosaur Grows Up, tells the story of a Maiasaur baby. The Museum hascasts of baby Maiasaura that are “hatching” out of their eggs ( located inCase 17:Dino Hall).

• Dinosaur babies may have had an “egg tooth” to help them peck out oftheir shells when hatching. Birds and other reptiles today have an eggtooth, which is a hardened piece of cartilage that is reabsorbed into thebody after the egg hatches.

• Fossil evidence indicates that Oviraptors nurtured their young as well.Adult Oviraptor bones have been found on top of Oviraptor nests.Paleontologists have hypothesized that parents were protecting theiryoung from dust storms or predators.

• Babies of the giant sauropod dinosaur Camarasaurus have been foundthat are a little over three feet long!

• Tyrannosaurus rex babies have not been found yet.• It is possible that some dinosaurs were twins or triplets.• Dinosaur babies grew very fast compared to humans. For example,

Allosaurus fragilis may have needed only 8 years to grow into a fulladult. Some babies would double in size after only 6 weeks!

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Provided below are two suggested Pre-Visit lesson plans designed to introducestudents to dinosaurs and their eggs, nests, and babies. You may choose to useone, both, or create your own. Throughout this packet, questions and text topromote your dialogue with students is written in italics.

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Subject: Science and Language ArtsTopic: DinosaursTime: 1 hourPlace: Classroom

Learning Objective: Students will learn dinosaur basics.

Behavioral Objectives: Cognitive: Students will be able to answer the questions: What is a dinosaur?What is a paleontologist? When did dinosaurs live? Students will learn about thetwo groups of dinosaurs and two types of dinosaurs from each group.Psychomotor: Students will express qualities of dinosaurs through interpretiveacting/movements.Affective: Students will want to pursue further studies of dinosaurs.

Skills: Communication, Critical and Creative Thinking, Natural Sciences, andKinesthetic Learning

Program Procedure:Preassessment (5 min): Sit in a circle on the floor. Go around in a circle andhave each student name their favorite dinosaur. Today we are going to learn allabout dinosaurs. Make sure to pay close attention, because in the next week you will bestudying dinosaurs and making a trip to the Dinosaur Hall at the Museum of Texas TechUniversity.

Motivational Set (10 min): Remain in a circle. Pass around pictures ofdinosaurs. Begin a dinosaur discussion: What is a dinosaur? Who studiesdinosaurs? When did dinosaurs live? Why did they become extinct? Encouragestudents to discuss their answers. From the discussion, make sure that students

You will need the following materials:o Pictures of the two types of dinosaur hips (great pictures are

located on www.enchantedlearning.com).o Pictures of dinosaurs (suggestion: use four pictures, one of

each “type” you will be discussing (such as T. rex,Apatosaurus, Maiasaura, and Triceratops).

o “Meet the Dinosaurs” coloring sheets and crayons (pp. 26 ).

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have the correct answers. Also, make sure that students learn about whatdefines a dinosaur (hole in the hip).

New Learning (25 min.): Today you are going to be dinosaurs!

1. Divide the class into two groups. There are two different groups of dinosaurs.They are classified by their type of hip. The two groups of students will representthe two groups of dinosaurs: One group will be the lizard-hipped (Group 1)and the other will be the bird-hipped (Group 2). Show the class two picturesillustrating the two hip types.

2. Have Group 1 say their name out loud (lizard-hips), and do the same forthe other group (bird-hips).

3. Many types of dinosaurs belong to these two groups, however we are only goingto look at two different types of dinosaurs per group.

4. Divide Group 1 into two groups. Name the groups the Theropods andthe Sauropods. Divide Group 2 into two groups. Name the groups theDuckbills and the Horned dinosaurs.

5. Have students in the Theropod Group say their name out loud: “We arethe lizard-hipped theropods.” The theropods were among the smartest andfastest dinosaurs. They were carnivores (meat-eaters) and they walked on two legs.Theropods hunted all the other dinosaurs we will learn about today. Most theropodslived alone–not in herds. The theropods included Tyrannosaurus rex, Allosaurus,Velociraptor, and Oviraptor! Have the students stand up (all other groupsshould be seated). Let the students act out what they think the meat-eatingtheropods acted like. Ask: What did they sound like? What kind of facialexpressions did they have? What did they walk like? How did they eat? What didthey look like sleeping? Show students a picture of T. rex, a theropoddinosaur.

6. Do the same for the next three groups. Have the students act out thesame questions. Give the following information for the next three groups:

(A) Sauropod Group: Have the students say: “We are the lizard-hipped sauropods!” Sauropods were the giant plant eating dinosaurs.They walked on four legs. Sauropods had very long necks and tails. Theywere not hunters, but some were hunted by theropods. Many sauropodslived in herds. Examples include: Apatosaurus (also known asBrontosaurus), Camarasaurus, and Diplodocus. Show picture.

(B) Duckbill Group: Have the students say: “We are the bird-hippedduckbills!” The duckbills also lived in herds. Some duckbills got to beover 30 feet long (about the length of a school bus)! Duckbills were planteaters and probably had an average intelligence for a dinosaur. Theropodshunted duckbills. Duckbills like Maiasaura and Edmontosaurus wereprobably very good parents. Show picture.

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(C) Horned Dinosaur Group: Have the students say: “We are thebird-hipped horned dinosaurs!” The horned dinosaurs includedTriceratops and Protoceratops. Horned dinosaurs had horns on their headfor protection and for competition among males. The horns were made ofthick keratin – the same substance as your fingernails. Theropoddinosaurs sometimes hunted horned dinosaurs. Horned dinosaurs wereplant eaters and walked on four legs. Show picture.

7. Play a game of “Duckbill, Duckbill, Theropod!” This game is exactlylike “Duck, Duck, Goose” except the student that is “it” is a duckbilldinosaur. You may call the circle the students form a “duckbill” nest. Thestudent chosen as “it” must pick the “theropod intruder” among the otherstudents in the circle that will chase him/her back around the circle to thesafe, empty spot in the “nest.” If the “duckbill” is caught by the theropod,he/she must try again. If the duckbill makes it back to the spot safely, thetheropod must now become the hunted duckbill.

Summary (5 min): Ask students if there are any questions about what theylearned today. Remind them about the two groups of dinosaurs, the bird-hippedand the lizard-hipped. Make sure the students remember that all dinosaurs havea hole in their hips and that is what makes them a dinosaur .

Application (15 min): Pass out the “Meet the Dinosaurs” coloring sheets. Havethe students color the dinosaurs with crayons. Point out that the dinosaurs aredivided by the two groups, just like they learned earlier.

Conclusion (2 min): Remind students that they will be going to the museumlater this week to see some of the dinosaurs we have talked about today. Tellthem tomorrow they will learn about dinosaur eggs, nests, and babies (see Pre-visit lesson plan #2).

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Grade: 1st

Subject: Science and Language ArtsTopic: Lifecycles: Dinosaur Eggs and BabiesTime: 1 hourPlace: Classroom

http://mcclungmuseum.utk.edu/

Learning Objective: Students will learn about aspects of dinosaur reproductionincluding: eggs, babies, and parenting.

Behavioral Objectives:Cognitive: Students will learn that dinosaurs hatched from eggs. Students willlearn characteristics of dino eggs. Students will learn about two different types ofdinosaur babies and how their parents cared for themPsychomotor/Skills: Students will practice fine arts skills.Affective: Students will appreciate the early life cycle of the dinosaurs.

Skills: Communication; Natural Sciences; Critical and Creative Thinking;Spatial/Visual Arts

Program Procedure:Preassessment (5 min.): Dinosaurs were what type of animal? (answer: reptiles).Have the students brainstorm about other reptiles – make a list on the board.How do reptiles give birth to their young? Reptiles lay eggs that eventually hatch babies.What other type of animal lays eggs that is a dinosaur and still lives today?…birds! (Letstudents know that today they will be exploring dinosaur eggs and babies. Notethat students should pay close attention because they will be going on a field tripto the Museum to learn about the life cycle of dinosaurs. They will even seesome dinosaur eggs and babies while they are there!)

Motivational Set (5-10 min.): What do you think dinosaur eggs look like? Whatshape are they? How big do you think they are? Pass around the following objects:basketball, grapefruit, potato, cucumber, football, tennis ball, and ping-pong ball.Dinosaur eggs varied in size and shape. Some were as big as a basketball. Some were assmall as a ping pong ball. Two types of dinosaur eggs exist. Depending on the type ofdinosaur, some eggs were spherical (round) while others were elongated, oval shapes.Have the students identify which of the objects are elongated or oval, and which

You will need the following materials:o Basketball, grapefruit, potato, cucumber, football, tennis ball, and

ping -pong ball.o Drawing paper or “Dinosaur Eggs” worksheet (p. 28 of this packet)o Pencilso Crayonso Markers

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are spherical. What color do you think dinosaur eggshells were? Paleontologists do notknow what color dinosaur eggshells were because color and patterns are not preserved infossilized eggs.

New Learning (20 min.) Play “SpEGGtacular Dinosaurs,” a True/False gameand discussion. This is a guessing game, as the students should not know theanswers yet. Remind them that it is okay to guess the wrong answer because noone should know the answer yet. This should not be a competitive game, but atool for discussion. After a question is posed and answered, you will discusswhy the answer is right or wrong. Use appropriate pictures/illustrations to adda visual element to the game. Let the students know you will be asking a seriesof true/false questions. Have the students raise their hands when they want toguess at the answer.

SpEGGtacular Dinosaurs

See Teacher Discussion for explanation of answers

1. Dinosaurs laid only one egg at a time. False.2. A group of eggs in a nest is called a “clutch.” True.3. Spherical shaped eggs were laid by theropod dinosaurs like T. rex. False.4. Giant sauropod dinosaurs like Apatosaurus laid spherical eggs. True.5. A dinosaur embryo is nourished inside the egg by the yolk. True.6. Dinosaur eggs are found on all 7 continents. False.7. Dinosaur eggs usually have preserved fetuses inside. False.8. Dinosaurs did not take care of their babies. False.9. “Oviraptor” is a dinosaur whose name means “egg thief.” True.10. Oviraptor eggs are elongated like a cucumber. True.11. Maiasaura are dinosaurs whose name means “bad mother lizard.” False.12. An “egg tooth” may have helped baby dinosaurs peck out of their egg. True.

Summary (5 min.): Are there any questions from the game. What do you find mostinteresting about dinosaur eggs? Of the two dinosaur babies we learned about which isyour favorite? Why?

Application (20 min.): Students will draw and decorate their own dinosaureggs. Remind them that round eggs belonged to giant sauropods likeCamarasaurus, while elongated eggs belonged to theropods like Oviraptor. Havethe students draw the two different shaped eggs and label what type of dinosaurlaid the egg. The eggs can be colored and decorated any way the student wishes.Alternative: Use the provided worksheet “Dino Eggs” for the students to color.

Conclusion (5 min.): Have the students share their dinosaur egg creations withthe class. Decorate the room with the drawings. Remind students about theupcoming trip to the Museum. They will be learning about the life cycle ofdinosaurs and especially about dinosaur babies. At the Museum, they will needto pay close attention because they will have to write and illustrate their owndinosaur baby story when they come back to school.

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MMMMuuuusssseeeeuuuummmm VVVViiiissssiiiittttDino Babies Lesson Plan

Note: The following is a general lesson plan created for your visit to theMuseum. Upon arrival, please sign in at the Guard’s kiosk located in the MainLobby. The story book, video, “Dinosaur Nest” and “Exploration Box” will beprovided to you upon check-in if you reserved them when you booked the tour.You must check-in and check-out these supplies.

Title: Dino BabiesGrade: 1st

Place: Dino Hall, Museum of Texas Tech Univ.Time: 1 hourGroup size: 1 classSubject: Natural Science and Language ArtsTopic: Life cycle of dinosaurs

CCCCaaaammmmaaaarrrraaaassssaaaauuuurrrruuuussss aaaannnndddd JJJJuuuuvvvveeeennnniiiilllleeee Photo courtesy of Bill Mueller

Learning Objective: Students will learn about the life cycle of dinosaurs with anemphasis on dinosaur eggs, nests, and babies.

Behavioral Objectives:Cognitive: In Natural Science: Students will learn about the major phases of thelife cycle through exploring the lives of dinosaurs. Students will learn aboutvarious characteristics of dinosaurs, and their eggs, nests, and babies. InLanguage Arts: Students will learn and practice listening and speaking skills.Psychomotor/Skills: N/AAffective: Students will appreciate the lives of dinosaurs and the cycle of life forall living animals.

Skills: Critical and Creative Thinking, Natural Sciences, Communication

Program Procedure:Pre-Visit Activities: Complete at least one of the two pre-visit lesson plansbefore your visit to the Museum.

Motivational Set (5 min.): You, the classroom teacher, will begin the museumexperience in the Main Gallery in front of the Tyrannosaurus rex and Triceratopshorridus display. All of the dinosaurs and other prehistoric animals you will see today

You will need the following materials:o Exploration Boxo Book: Maia: A Dinosaur Grows Up Dinosaur Babies (Penner)

or Dinosaur Babies (Zoehfeld) or Video: Maia: A DinosaurGrows Up (the same story read on video).

o “Dinosaur Nest”o Tour Script (optional)

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were once babies which grew up into adult dinosaurs and eventually died. Theirremains, or bones are what we are going to look at today. The T. rex and Triceratops yousee here were once much smaller. Compare the life cycle of dinosaurs to the life cycleof humans. Do you remember when you were a baby? How tall were you? How muchhave you grown? Encourage students to imagine what the dinosaurs looked like asbabies. We are going to the Dino Hall now where you will see all kinds of dinosaurs indifferent stages of their life. Lead class to Dino Hall.

Note: Remind students what a fossil is. Tell themthat they are going to be seeing casts of fossils inthe Dinosaur Hall. Let the students know that most of the dinosaurs in the Dino Hall are notmade of real bone. Exact casts (made of resin)are on display because dinosaur fossils are toofragile to exhibit. Real bones need to be kept insafe conditions where scientists can preserveand conduct research on them.

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New Learning (25 min.): Explore Dino Hall. Tour the cases and displays whichrelate to the life cycle of dinosaurs and dinosaur babies. Include discussion andobject analysis within the tour in order to involve students. A tour script hasbeen written specifically for this program and is provided within this packet.All italicized print is provided for you, the teacher, to say to your class.

Learning application is conducted during the tour as a “hands-on” activity. Formost designated cases or displays, the Museum will provide one or two objectslocated in the Exploration Box. These objects reinforce concepts learned indiscussion and can be handled by students. Some of the hands-on objectsrepresent actual objects in the cases and displays, thus you may choose to makeparts of this activity a “seek and find” game. At the end of each discussion, youcan show the relevant object and pass it around the class. Where do you see this inthe case? What is this? Why is this object important? etc. Each child should be ableto touch and examine the artifact.

Story Time (25 min.): Read a story book provided by the Museum. You maychoose from: Maia: A Dinosaur Grows Up, Dinosaur Babies (by Penner), orDinosaur Babies (by Zoehfeld). You may also choose to watch the video versionof Maia: A Dinosaur Grows Up (30 minutes long). Have the students sit on thebenches or surrounding floor in the Dino Hall as you read the story. Place the“Dinosaur Nest” on the floor. Some students may sit in the nest. All three booksdiscuss Maiasaura. Remind students about the baby Maiasaura in the displaycase. You may wish to read only chapters of your choice if time does not allowfor the entire book to be read.

Conclusion (5 min): Summarize the major concepts of the lesson plan: the lifecycle of dinosaurs, dinosaur eggs, nests, and babies. Ask if there are anyquestions. Return to school. Complete post –visit activities.

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The following is a script of a tour you can conduct that was designed specificallyfor this program. You are free to allow students to view all cases/displays,however, only some are pertinent to this program. The suggested tour below canbe referenced by case number on the back of the enclosed brochure: “A ChangingWorld: Dinosaurs, Diversity, and Drifting Continents.” Name pronunciationsand definitions can also be found in the same brochure. All tour activities areunderlined (including activities using the Exploration Box).

Tour Script:

1) Begin your tour of the Dino Hall in the Triassic period at Case 1: “The Dawnof an Age.” Dinosaurs first emerged during the Late Triassic, about 228 million yearsago. What is a dinosaur? Dinosaurs were ancient land dwelling reptiles that wereunique because they had a hole in their hip bone (no other animal has ever exhibited thisfeature!). Allow students to view the “Dinosaur Family Tree” and ask them tofind the two different types of dinosaur hip bones. Let the students put theirhands inside the “holes.”

Now look back into Case 1. Here two different animals are displayed. Marasuchus(the smaller animal) is an ancestor to all dinosaurs. Look at the hole in the Eoraptor hipbone. Eoraptor is one of the earliest known dinosaurs. These animals are relativelysmall. Do you think these are baby dinosaurs? How old do you think they were whenthey died? We will be seeing many dinosaurs today. Sometimes it can be confusingwhen we see smaller animals. They may look like babies, but they are not – they are justsmall. There are some dinosaurs in this gallery that are babies or are very young. As wetour the gallery keep your eyes open for them. The dinosaur you see here (Eoraptor) issmall, but it is an adult. Imagine how small its babies were. Remember what we learnedin class (pre-visit lesson). How did dinosaurs give birth to their young? They laideggs…just like birds (living dinosaurs) or other reptiles. We will also be seeing dinosaureggs today. Pay close attention!

2) Walk over to the display in thecenter of the gallery, “Display 7:Camarasaurus - Giant of theJurassic.” Camarasaurus is anexample of a giant sauropod dinosaurthat lived during the Jurassic period.Sauropods were very large dinosaursthat walked on four feet. Look at thetwo dinosaurs before you. What doyou see? Do you see a baby dinosaur?Actually, the smaller dinosaur is ajuvenile (very young). Why do youthink it is walking with a larger dinosaur?Do you think it is a parent? How does a CCCCaaaammmmaaaarrrraaaassssaaaauuuurrrruuuussss eeeemmmmbbbbrrrryyyyoooo aaaannnndddd eeeegggggggg rrrreeeeccccoooonnnnssssttttrrrruuuuccccttttiiiioooonnnnchild depend on its parents? How old do

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you think these dinosaurs are? What stage of life do these dinosaurs represent?Notice the footprints these dinosaurs left behind in the mud. How much bigger are theadult footprints compared to the juvenile footprints? Located in the Exploration Boxare a set of footprints. Place the footprints on the ground and see how manystudents can stand inside each footprint. Note how much bigger the adultfootprint is compared to the juvenile. Also in the Exploration Box is a cast of anadult Camarasaurus claw. Allow the students to examine the claw (size, shape,etc.) From fossil footprint evidence, paleontologists know that sauropods like this animaltraveled in herds. What are the benefits to traveling in a herd? Bring the studentsaround the display to the text on Camarasaurus (located in front of Case 6: “TheClimb to Flight.” Show students the picture of the Camarasaurus embryo in itsegg. Recently, scientists have found many sauropod eggs in India and Argentina. Whatshape is a sauropod egg? (answer: spherical/round).

3) Walk back down the ramp a little to Case 5: “Lords of the Triassic.” Shownhere are two animals: Postosuchus and an Aetosaur. These were not dinosaurs, butlived during the Triassic around the time of dinosaurs. Postosuchus was an ancestor tocrocodiles that was a great hunter. Postosuchus was discovered nearby in Post, Texas(notice it was named after Post). Aetosaurs are armored reptiles that were plant eaters.They are also found in West Texas. What do you think happened here? Why? This isan example of how the food chain works. Postosuchus was hungry and ate theunfortunate Aetosaur. This is part of the cycle of life. What stage of life is representedhere for the Aetosaur? All animals eventually die. Some animals are eaten, some haveaccidents or become sick, some just die of old age. Pass around the Postosuchus teethand Aetosaur armor located in the “Exploration Box.” Do you see these same objectsin the display? Where? These are real fossils, not casts. Remind them to be verycareful. Notice the serrations on the Postosuchus tooth. It is still sharp! This helpedPostosuchus to be a successful hunter.

4. Walk around the exhibit to the Display 10: “Tooth and Claw.” What ishappening here? How is this display different from the last one? Here we seeDeinonychus (a predator) leaping through the air. He is about to pounce on the plant-eating duckbill dinosaur Tenontosaurus. The Tenontosaurus hasn’t been attacked yet.What stage of life does this display capture? Which animal is higher on the food chain?What physical characteristics help a meat-eating theropod dinosaur to accomplish such atask? (Answers include: sharp claws, sharp teeth, quickness, powerful legs, etc.)The name Deinonychus means “terrible claw.” Note that the Tenontosaurus is not anadult, but a juvenile. Why do you think Deinonychus would choose to attack a juvenile,rather than an adult? Take out the cast of a Deinonychus claw in the ExplorationBox and pass it around the group. Have the students describe it.

5. Lead your students over to Display 16:“Allosaurus Grows Up.” Here is anexample of how a dinosaur gets biggerand bigger as it grows. Allosaurus was atheropod dinosaur. Remember, theropodswere meat-eaters that walked on two feet.What is another type of theropod? Have AAAAlllllllloooossssaaaauuuurrrruuuussss GGGGrrrroooowwwwssss UUUUpppp DDDDiiiissssppppllllaaaayyyy

Photo courtesy of Bill Mueller

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students touch the growing femurs and discuss what they observe. This is a femur(leg bone) of an Allosaurus. How big was the leg bone when the dinosaur was a baby?How big was the bone when the Allosaurus died? Allosaurus grew to be very large andonly needed 8 years to grow to adult size. That is the length of time it would take you toreach 3rd grade!

6. Step over now to Case 17: “Eggs, Nests, and Babies.” Have the students sit infront of the display case. What do you see here? Look over to the first object on yourleft. What do you think this is? Why? What part of the life cycle was this dinosaur inwhen he/she died? This is a section of a dinosaur nest found in Mongolia (near China).The bones that you see are the remains of a baby dinosaur. This is a very rare example ofa fossilized embryo. Paleontologists have identified this fossil embryo as an Oviraptordinosaur, and they named it “Baby Louie.” Oviraptors were theropod dinosaurs likeTyrannosaurus rex, Allosaurus, and Deinonychus. Baby Louie would have grown to be30 feet long (the length of a school bus)!

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The name “Oviraptor” means “egg thief.” Actually, there is an interesting story abouthow Oviraptor got its name. In the 1920’s, a nest of dinosaur eggs was found with thebones of a dinosaur on top of it. The dinosaur on top was some new kind of theropoddinosaur, but the paleontologists thought the eggs belonged to a different dinosaur – ahorned dinosaur called Protoceratops. The scientists came to this conclusion because aProtoceratops was found very close to the nest. The scientists thought the dinosaur ontop of the nest (the theropod) was in the process of stealing the eggs. Thus,paleontologists named the new dinosaur, Oviraptor, meaning egg thief. For manydecades, people thought of Oviraptor as an egg thief. Yet not too long ago,paleontologists found another nest of similar eggs with Oviraptor bones stretched acrossthem. This time, however, parts of a baby dinosaur skeleton were found in one of theeggs. Guess what kind of baby was in the egg? It was an Oviraptor, not a Protoceratops!In fact, Oviraptors were really misnamed…they were not stealing eggs, they wereprotecting their babies from some threat such as a sandstorm or predator. Nowpaleontologists have evidence that Oviraptors were extremely good parents.

Look to the right of Baby Louie. This is an example of what a young Oviraptor lookedlike. Notice that only the head and neck are shown in this cast. Can you see any

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similarities between this older Oviraptor and Baby Louie? Notice how much the head hasgrown when comparing it to the embryo.

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Now look at the nest of eggs to the right. Describe the eggs. What shape are they? Whatkind of texture do they have? How big are they? What type of dinosaur laid these eggs?Remember what we learned in class about dinosaur eggs. Elongated eggs were laid bytheropod dinosaurs. Do you know who laid these eggs? An Oviraptor laid this clutchof eggs. How many eggs do you see here? Pass around the cast of an Oviraptor eggthat is located in your Exploration Box. Ask students to describe the egg.

Finally look at the nest with the new baby hatchlings. Describe these baby dinosaurs.How tall are they? Describe their mouths. These are Maiasaura eggs and babies.Maiasaura were duckbill dinosaurs that were plant eaters. They grew to be 30 feet long(the length of a school bus), but hatchlings were only 1 foot long. They laid their eggs innests by scooping earth out of the ground. Maiasaura nests are about six feet across (as

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long as an adult man) and held up to 25 grapefruit sized eggs! Maiasaura had nestinggrounds where they made their nests all in one place. In Montana, over 10,000Maiasaura were found together suggesting that they traveled and lived in herds. Whatother animal have we seen today that travels in herds? (Camarasaurus).

What do you think “Maiasaura” means? We know “saur” means lizard. Maiasaurameans “good mother lizard.” Maiasaura were the first type of dinosaurs foundalongside their babies. Half-digested plants were also found with their babies whose teethexhibited signs of wear from chewing. This suggests that Maiasaura nurtured and fedtheir young. How else do you think dinosaurs nurtured their young? They kept themwarm, protected them from predators, etc. Why is this an important part of the lifecycle?

MMMMaaaaiiiiaaaassssaaaauuuurrrraaaa eeeeggggggggssss aaaannnndddd bbbbaaaabbbbiiiieeeessss Photo courtesy of Bill Mueller

Now we will read (or watch) a story about baby dinosaurs. Listen to see if there are anydinosaurs in the story that we learned about today. Pay close attention because laterwhen we go back to school, we will write our own story about a baby dinosaur.

Summary: After the story summarize your tour: I want you to think back to whenwe first came in the Dino Hall. Think about all the dinosaurs we have seen. Think abouthow they lived their lives, how they had their babies and took care of them, how theystruggled to stay alive, and how they eventually died. This is the life cycle of thedinosaurs. How is this life cycle different from our own? We are not “hatched” fromeggs, but it seems like we have more in common with dinosaurs than you might think!We are born to parents as small, helpless babies, and grow through our youth into adults.Just like Allosaurus, our bones grow bigger and bigger. We have to eat in order tosurvive – some of us eat plants like Maiasaura, and some of us eat meat like Oviraptors,and some of us eat both! If you think about it, we live in herds too like the sauropods andduckbills (different kinds of herds, but herds just the same). Someday, we might becomeparents and take care of our young, and someday our own life cycle will end as new onesbegin.

Note: After your tour, please complete the Exploration Box inventory located in theExploration Box, and return the inventory to the Education Department. Thanks!

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The following are suggested Post-Museum visit activities. It is recommended that yourclass complete at least one of the following to maximize the museum experience and theeducational potential of the overall program.

#1 – Dino StoriesStudents will compose and illustrate their own dinobaby story. This story should be only one to twoparagraphs long. Students may choose to write astory about any type of baby dinosaur they wish.Have students keep in mind the story that was read atthe Museum. What story will they tell about theirdino baby? You may want to provide a list ofvocabulary words students could include in theirstory such as: egg, hatch, baby, mom, food, life, etc.If time allows, let the students share their stories withthe class. Alternate: Compose a group story with theentire class using vocabulary words of your choice.

#2 – Dino SurfingDepending on whether your class or library has internet access, have studentsresearch a dinosaur web-site. You can conduct this activity as a class or studentsmay work individually (at school or at home). Four great websites for kidswhich all have information on dino babies are:www.childrensmuseum.org/dinosphere/index.htmlwww.jpinstitute.com/index.jspwww.nationalgeographic.com/features/96/dinoeggswww.enchantedlearning.com

#3 – Baby Louie Coloring PageGive students the opportunity to color the famous baby Oviraptor fetus: BabyLouie. This coloring page is taken from the popular 3-D reconstruction of BabyLouie which was commissioned by National Geographic (p. 29 of this packet).

#4 Just for Fun: A Dinosaur Egg HuntFor a recess period, class party, or just for afun activity on a Friday, conduct a DinosaurEgg Hunt. Buy plastic dinosaurs and placethem inside plastic eggs. Hide the eggs aroundthe class, school, or playground. It is now the students’ turn to be apaleontologist!

#5 Dino Babies Word Search – Reinforce new and old vocabulary wordsthrough this fun word search activity (p.30 of this packet).

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#4 – Hatch Your Own Egg!Students can create and decorate dinosaur eggs using everyday materials.Dinosaurs can be placed inside eggs and “hatched” once the project is finished.If students wish to keep the egg intact, just omit placing the “dinosaur” insidethe egg.

Dino Eggs Recipe:Materials:

• Balloons• Newspaper or brown paper bags torn into strips• Flour glue or paper maché paste (see recipes)• Small plastic dinosaurs• Paints, markers, glue, glitter, crayons

Method:• Tear newspaper or brown paper bag into long strips, 2-3cm wide.• (Optional) Place plastic dinosaur into balloon.• Blow up balloon. Tie.• Coat strips of paper with glue flour and spread over the balloon. Make

sure that strips lay smooth against the balloon.• Cover entire balloon with strips and let dry for 12 hours.• Repeat this step, completely covering the balloon again with the strips of

paper and let it dry.• After second layer is dry the balloon is

ready to decorate.• Decorate your egg with paint, markers, glitter, or other mediums of your choice.• Remind students that scientists still don’t know what colors and patterns dinosaur eggshells were…let their imaginations take over.

Option:• If you placed a small dinosaur into the balloon earlier, then you can

“hatch” the egg. After the decorations have dried, break open the egg andlet the baby dinosaur out!

Flour Glue Recipe:• Bring 4 cups of water to a boil.• Combine 1 cup of flour and 1 cup of water. Mix well. The mixture will be

thin.• Add flour mixture to boiling water.• Stir well.• Reduce heat and simmer for 3-4 minutes.• Remove from heat. When cool, the glue is ready to use.• Flour glue can be stored it in an airtight container. It will keep for several

weeks. If the paste hardens, it can be softened by mixing in smallamounts of warm water (as needed).

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Children’s Museum of Indianapolis – www.childrensmuseum.org/dinosphere/index.html

Dino Russ’s Lair – http://www.isgs.uiuc.edu/dinos/dinos_home.htmlEnchanted Learning – www.enchantedlearning.comJurassic Park Institute – www.jpinstitute.com/index.jspMcClung Museum, U. of Tennessee – http://mcclungmuseum.utk.edu/Museum of the Rockies – http://museum.montana.eduMuseum of Paleontology, U. of California, Berkeley – www.ucmp.berkeley.eduMuseum of Texas Tech University – http://www.depts.ttu.edu/museumttu/National Geographic – www.nationalgeographic.com/features/96/dinoeggsNature – http://www.nature.com/naturePeabody Museum, Yale U. – www.peabody.yale.eduRoyal BC Museum –

http://rbcm1.rbcm.gov.bc.ca/programs/dinos/getcracking.htmlScientific American – http://www.sciam.comScholastic –

www.teacher.scholastic.com/researchtools/articlearchives/dinos/dinobaby.htmSociety of Vertebrate Paleontology – http://vertpaleo.orgUniversity of Bristol –

http://palaeo.gly.bris.ac.uk/palaeofiles/eggs/default.html

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The Complete Dinosaur. Farlow, James O. & Brett-Surman, M.K. 1997.Indiana U. Press: Bloomington.

Dinosaur Babies. Penner, Lucille Recht & Barrett, Peter. 1991. Random House:New York.

Dinosaur Babies. Zoehfeld, Kathleen Weidner & Washburn, Lucia. 1999.Harper Collins: New York.

Dinosaur Eggs and Babies. Carpenter, Kenneth; Hirsch, Karl F. & Horner, John.1994. Cambridge U. Press: Cambridge.

Dinosaurs: A Global View. Czerkas, Sylvia J. & Czerkas, Steven A. 1996.Barnes & Noble: Spain.

Encyclopedia of Dinosaurs. Currie, Philip J. & Padian, Kevin. 1997. San DiegoPress: San Diego.

Maia: A Dinosaur Grows Up. Horner, John R; Gorman, James; & Henderson, Doug. 1989. Running Press: Philadelphia.

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arasaurus are sauropods.

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Directions:Search for the vocabulary words below. Once youfind the word, circle it. You may find wordsdiagonally, backwards, or forwards. Good Luck!!!

B J A F E T U S Y O Y D J A B W O R G K T N P I V R B L S E D U L Q U N S U J Y C P C A E C H O E G G F E T H A O L I S Q S J M A I A S A U R A T B I E W L S F V T X U C A Y I R E N B F C Z R I S T C M Z J D B H H U

BABY CLUTCH DINOSAUR

EAT EGG FETUS

GROW REPTILE MAIASAURA

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(KEY)

Directions:Search for the vocabulary words below. Once youfind the word, circle it. You may find wordsdiagonally, backwards, or forwards. Good Luck!!!

B J A F E T U S Y O Y D J A B W O R G K T N P I V R B L S E D U L Q U N S U J Y C P C A E C H O E G G F E T H A O L I S Q S J M A I A S A U R A T B I E W L S F V T X U C A Y I R E N B F C Z R I S T C M Z J D B H H U

BABY CLUTCH DINOSAUR

EAT EGG FETUS

GROW REPTILE MAIASAURA